Letter From the Editor for JEE Issue 46(3)

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Joanna E. Bettmann
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引用次数: 0

Abstract

I am pleased to share with you the six articles which comprise this issue of the Journal of Experiential Education. Together, these articles examine service learning, University–community partnerships, equine-facilitated psychotherapy, and educational resources to explore climate change. The first two of these articles address service learning in different contexts. In “Bridges to Civic Health: Enhancing Shared Service-Learning Collaboration in Nursing and History,” Sundberg and Koehler explore a collaboration between a nursing undergraduate course and a history undergraduate course. Both courses had service-learning components and focused on the history or health consequences of lead pollution and exposure. The nursing course presented the social determinants of health through practical training (focused on lead exposure), while the history course introduced students to structural inequities in public health by focusing on the history of lead exposures. The initial, ad hoc collaboration between the two faculty members led to changes in the courses to encourage peer-to-peer learning and engagement between students in both courses. The authors present their qualitative analysis of student reflections, emphasizing the importance of exploring convergences between disciplines and developing transdisciplinary partnerships within higher education settings like theirs. The second of the service-learning-focused articles is “‘Real Students Helping Others’: Student Reflections on a Research-based Service Learning Project in a Gender and Victimization Course.” In this article, Boppre, Reed, and Belisle investigate student outcomes from a research-based service-learning project within a campus community. Utilizing a feminist and trauma-informed pedagogical lens, the authors qualitatively examine how one group of students experienced the creation and dissemination of a campus survey to explore the broader campus students’ experiences of victimization, perceptions of campus safety, and knowledge of campus resources. The authors conclude, “This project highlights the potential for researchbased service-learning to be used as a survivor-centered format that can empower students, provide hands-on skills, and build critical thinking.” Two other articles investigate University–community partnerships. In “Intergenerational, Community-based Learning and Exercise Science Student Perceptions of Classroom Community,” Crawley and Crawley use a mixed methods approach to compare undergraduate exercise science students’ perceptions of an intergenerational, community-based learning environment to a traditional learning Editorial
JEE第46期(3)编辑来信
我很高兴与你们分享这期《体验教育杂志》的六篇文章。这些文章一起考察了服务学习、大学-社区合作、马促进心理治疗和探索气候变化的教育资源。本文的前两篇讨论了不同上下文中的服务学习。在“通往公民健康的桥梁:加强护理和历史的共享服务学习合作”中,桑德伯格和凯勒探讨了护理本科课程和历史本科课程之间的合作。这两门课程都有服务学习内容,并侧重于铅污染和接触的历史或健康后果。护理课程通过实践培训(侧重于铅接触)介绍了健康的社会决定因素,而历史课程通过侧重于铅接触的历史,向学生介绍了公共卫生中的结构性不平等。最初,两位教师之间的特别合作导致了课程的变化,以鼓励学生在两门课程中进行对等学习和参与。作者介绍了他们对学生反思的定性分析,强调了在像他们这样的高等教育环境中探索学科之间的融合和发展跨学科合作关系的重要性。第二篇以服务学习为重点的文章是““真正的学生帮助他人”:学生对性别和受害课程中基于研究的服务学习项目的反思”。在这篇文章中,Boppre, Reed和Belisle调查了校园社区中一个基于研究的服务学习项目的学生成果。利用女权主义和创伤知识的教学视角,作者定性地研究了一组学生如何经历校园调查的创作和传播,以探索更广泛的校园学生的受害经历,对校园安全的看法以及对校园资源的了解。作者总结道:“这个项目强调了以研究为基础的服务学习的潜力,它可以作为一种以幸存者为中心的形式来使用,可以赋予学生权力,提供实践技能,并建立批判性思维。”另外两篇文章探讨了大学与社区的合作关系。在“代际、社区为基础的学习和运动科学学生对课堂社区的看法”中,Crawley和Crawley使用混合方法比较了本科生运动科学学生对代际、社区为基础的学习环境和传统学习社论的看法
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来源期刊
Journal of Experiential Education
Journal of Experiential Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
20.00%
发文量
26
期刊介绍: The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.
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